The purpose of this study is to investigate the impact that a late diagnosis has on the learning experiences of student nurses, within Higher Education, at the University of Lincoln. With an increasing number of students being diagnosed in adulthood, it is important that the most appropriate support is in place and that positive learning experiences are facilitated to ensure academic success for these students. For this to be achieved, an understanding of the impact a diagnosis of ADHD has on the needs and learning experiences of the student nurses must be examined.
Data was collected from six participants, all of whom met the required inclusion criteria, via semistructured interviews which were conducted online. All six participants were student nurses at the University of Lincoln, from a variety of cohorts and all had received a diagnosis of ADHD in adulthood and whilst enrolled on the BSc Hons Nursing Programme at the university. Questions were asked in relation to the participants’ learning experiences, since their diagnosis of ADHD, within a classroombased environment, with self-directed independent learning and whilst on clinical placement.
Evidence of negative learning experiences associated with their later diagnosis, was found in relation to the classroom environment as well as with self-directed and independent study. Overall, the most positive learning experiences were reported during clinical practice placements, although, negative staff attitudes and fear of judgement in relation to their diagnosis of ADHD were reported.
PLEASE NOTE: You must be a member of the University of Lincoln to be able to view this dissertation. Please log in here.